Expressions of school violence in adolescence

  1. Antonio López-Castedo 1
  2. David Alvarez García 2
  3. José Domínguez Alonso 1
  4. Enrique Alvarez Roales 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2018

Volumen: 30

Número: 4

Páginas: 395-400

Tipo: Artículo

Otras publicaciones en: Psicothema

Resumen

Antecedentes: en las últimas décadas se han incrementado las investigaciones sobre violencia escolar, la cual perjudica la calidad del proceso de enseñanza-aprendizaje en los centros educativos. Esta investigación tiene como objetivos identificar los tipos de violencia escolar más habituales en la Educación Secundaria Obligatoria (ESO) y analizar las diferencias por género, curso escolar y rendimiento académico del alumnado respecto a los tipos de violencia. Método: se aplicó el cuestionario CUVE3-ESO a 4.943 estudiantes (media de edad: 14,04; DT: 1,38) que cursan ESO en 33 centros públicos y concertados. Resultados: muestran un predominio de la disrupción en el aula y la violencia verbal entre el alumnado, así como diferencias en el nivel percibido de violencia en función de las variables analizadas (género, expediente académico y curso escolar). Conclusiones: el estudio deja entrever cómo la violencia en contextos escolares presenta una tipología amplia y variada, ejercida de forma cotidiana en las aulas, por lo cual se debe seguir profundizando en su conocimiento para acrecentar la eficacia de las medidas de prevención e intervención.

Referencias bibliográficas

  • Albaladejo-Blázquez, N., Ferrer-Cascales, R., Reig-Ferrer, A., & Fernández-Pascual, M. D. (2013). Does School Violence Occur in Preschool and Primary Education? An Assessment and Management Proposal. Anales de Psicología, 29(3), 1060-1069. doi:10.6018/analesps.29.3.158431
  • Álvarez, L., Álvarez-García, D., González-Castro, P., Núñez, J. C., & González-Pienda, J. A. (2006). Evaluation of violent behaviors in secondary school. Psicothema, 18(4), 686-695.
  • Álvarez-García, D., Barreiro-Collazo, A., Núñez, J. C., & Dobarro, A. (2016). Validity and reliability of the Cyber-Aggression Questionnaire for Adolescents (CYBA). The European Journal of Psychology Applied to Legal Context, 8(2), 69-77. doi:10.1016/j.ejpal.2016.02.003
  • Álvarez-García, D., Dobarro, A., Álvarez, L., Núñez, J. C., & Rodríguez, C. (2014). School violence in Secondary schools in Asturias from the perspective of students. Educación XX1, 17(2), 337-360. doi:10.5944/educxx1.17.1.11494
  • Álvarez-García, D., Núñez, J. C., Álvarez, L., Dobarro, A., Rodríguez, C., & González-Castro, P. (2011). Violence through information and communication technologies in secondary. Anales de Psicología, 27(1), 221-230.
  • Álvarez-García, D., Núñez, J. C., & Dobarro, A. (2012). CUVE3. Cuestionario de Violencia Escolar 3 [School Violence Questionnaire-3]. Barakaldo: ALBOR-COHS.
  • Álvarez-García, D., Núñez, J. C., García, T., & Barreiro-Collazo, A. (2018). Individual, Family, and Community Predictors of Cyber-aggression among Adolescents. The European Journal of Psychology Applied to Legal Context, 10(2), 79-88. doi:10.5093/ejpalc2018a8
  • Álvarez-García, D., Rodríguez, C., González-Castro, P., Núñez, J. C., & Álvarez, L. (2010). The Training of Pre-Service Teachers to Deal with School. Revista de Psicodidáctica, 15(1), 35-56.
  • Álvarez-Martino, E., Álvarez-Hernández, M., Castro, P., Ángel-Campo, M., & González, C. (2016). Teachers’ perception of disruptive behaviour in the classrooms. Psicothema, 28(2), 174-180. doi:10.7334/psicothema2015.215
  • Andreou, E. (2004). Bully/victim problems and their association with Machiavellianism and self-efficacy in Greek primary school children. British Journal of Educational Psychology, 74, 297-309.
  • Ararteko-IDEA (2006). Convivencia y conflictos en los centros educativos [Coexistence and conflicts in educational centers]. Vitoria-Gasteiz: Ararteko.
  • Avilés, J. M., & Monjas, I. (2005). Study of the impact of bullying within the obligatory secondary education, using the questionnaire CIMEI (Avilés, 1999)-Questionnaire of bullying-. Anales de Psicología, 21(1), 27-41.
  • Baldry, A. (2005). Bystander behavior among Italian students. Pastoral Care in Education, 23(2), 30-35. doi:10.1111/j.02643944.2005.00329.x
  • Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyberbullying in adolescents: Modalities and aggressors’ profile. Computers in Human Behavior, 26(5), 1128-1135.
  • Carbone-López, K., Esbensen, F. A., & Brick, B. T. (2010). Correlates and consequences of peer victimization: Gender differences in direct and indirect forms of bullying. Youth Violence and Juvenile Justice, 8(4), 332-350.
  • Carozzo, J. (2010). Bullying in the school. Revista de Psicología, 12, 329348.
  • Cava, M. J., Buelga, S., Musitu, G., & Murgui, S. (2010). School Violence between Adolescents and their Implications in the Psychosocial Adjustment: A Longitudinal Study. Revista Psicopedagógica, 15(1), 21-34.
  • Cerezo, F., & Ato, M. (2010). Social Status, gender, classroom climate and bullying among adolescents pupils. Anales de Psicología, 26(1), 137-144.
  • Crapanzano, A. M., Frick, P. J., & Terranova, A. M. (2010). Patterns of physical and relational aggression in a school-based sample of boys and girls. Journal of Abnormal Child Psychology, 38, 433-445.
  • Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C., Christ, T. J., Black, A. C., & Kilgus, S. P. (2010). An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students. Journal of School Psychology, 48(3), 219-246.
  • Defensor del Pueblo-UNICEF (2007). Violencia escolar: el maltrato entre iguales en la Educación Secundaria Obligatoria 1999-2006 [School violence: The abuse between equals in Compulsory Secondary Education 1999-2006]. Madrid: Publicaciones de la Oficina del Defensor del Pueblo.
  • Dehue, F., Bolman, C., & Vollink, T. (2008). Cyberbullying: Youngsters’ experiences and parental perception. Cyber Psychology & Behavior, 11, 217-223.
  • Díaz-Aguado, M. J., & Martín, G. (2011). School coexistence and learning in adolescence from a gender perspective. Psicothema, 23(2), 252259.
  • Díaz-Aguado, M. J., Martínez, R., & Martín, J. (2010). Estudio Estatal sobre la convivencia escolar en la Educación Secundaria Obligatoria [State Study on school coexistence in Compulsory Secondary Education]. Madrid: Ministerio de Educación, Observatorio Estatal de la Convivencia.
  • Dobarro, A. (2011). A review of the main studies on the incidence of school violence in Asturias. Magister, 24, 77-89.
  • Domínguez, J., López, A., & Álvarez, E. (2011). Personal, familiar, school and social variables related to the conflicts in the educational centres of secondary education. Revista Galego-Portuguesa de Psicoloxía e Educación, 19(1), 79-96.
  • Eisman, A. B., Zimmerman, M. A., Kruger, D., Reischl, T. M., Miller, A. L., Franzen, S. P., & Morrel-Samuels, S. (2016). Psychological Empowerment Among Urban Youth: Measurement Model and Associations with Youth Outcomes. American Journal of Community Psychology, 58, 410-421. doi:10.1002/ajcp.12094
  • Estévez, E., & Jiménez, T. I. (2014). Aggressive Behavior and Personal and School Adjustment in a Sample of Spanish Adolescent Students. Universitas Psychologica, 14(1), 111-124. doi:10.11144/Javeriana.upsy14-1.caap
  • Félix, V., Soriano, M., & Godoy, C. (2009). Descriptive study about school bullying and violence in obligatory education. Escritos de Psicología, 2(2), 43-51.
  • Félix-Mateo, V., Soriano-Ferrer, M., Godoy-Mesas, C., & Sancho-Vicente, S. (2010). Ciberbullying in compulsory education. Aula Abierta, 38(1), 47-58.
  • Fernández, G., Álvarez, L., Ceña, F. J., & Álvarez-García, D. (2010). La conflictividad escolar en Asturias. Propuestas de intervención [School conflict in Asturias. Proposals for intervention]. Gijón: Centro del Profesorado y de Recursos de Avilés.
  • Fernández-Baena, F. J., Trianes, V., Morena-Fernández, M., EscobarEspejo, M., Infante-Cañete, L., & Blanca-Mena, M. (2011). Psychometric properties of a questionnaire to assess daily peer violence in schools. Anales de Psicología, 27, 102-108.
  • Herrera, M., Romera, E. M., Ortega, R., & Gómez, O. (2016). Influence of social motivation, self-perception of social efficacy and normative adjustment in the peer setting. Psicothema, 28(1), 32-39. doi:10.7334/psicothema2015.135
  • Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156.
  • Hulac, D. H., & Benson, N. (2010). The use of group contingencies for preventing and managing disruptive behaviors. Intervention in School & Clinic, 45(4), 257-262.
  • Kaplan, C.V. (2009): Violencia escolar bajo sospecha [School violence under suspicion]. Buenos Aires: Miño y Dávila.
  • Katzer, C., Fetchenhauer, D., & Belschak, F. (2009). Cyberbullying: Who are the victims? A comparison of victimization in Internet chatrooms and victimization in school. Journal of Media Psychology, 21, 2536.
  • Moral, G., Suárez, C., & Musitu, G. (2012). Peer roles and bullyig at school: A qualitative study. Revista de Psicología y Educación, 7, 105-127.
  • Moral, G. del, Suárez, C., Villarreal, Mª. E., & Musitu, G. (2014). Types of aggressive victims in bullying situations at secondary school. Infancia y Aprendizaje, 37, 399-428. doi:10.1080/02103702.2014.918816
  • Moreno, D., Neves de Jesús, S., Murgui, S., & Martínez, B. (2012). A longitudinal study of non-conforming social reputation and violence in adolescents from the gender perspective. Psychological Intervention, 21(1), 67-75. doi: 10.5093/in2012v21n1a6
  • Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. The Journal of the American Medical Association, 285, 2094-2100.
  • Owens, L., Daly, A., & Slee, P. (2005). Sex and age differences in victimization and conflict resolution among adolescents in a south Australian school. Aggressive Behavior, 31, 1-12.
  • Pachter, L. M., Bernstein, B. A., Szalacha, L. A., & Coll, C. G. (2010). Perceived racism and discrimination in children and youths: An exploratory study. Health & Social Work, 35(1), 61-70.
  • Peets, K., & Kikas, E. (2006). Aggressive strategies and victimization during adolescence: Grade and gender differences, and cross-informant agreement. Aggressive Behavior, 32(1), 68-79.
  • Pérez-Carbonell, A., Ramos-Santana, G., & Serrano, M. (2016). Compulsory secondary education teacher training for school bullying prevention and intervention: Some indicators. Educar, 52(1), 51-70. doi:10.5565/rev/educar.716
  • Pérez-Fuentes, M. C., Álvarez-Bermejo, J. A., Molero, M. P., Gázquez, J. J., & López, A. (2011). Scholar Violence and Academic Achievement (VERA): Augmented reality application. European Journal of Investigation in Health, Education and Psychology, 1(2), 71-84.
  • Piñeiro, E., Arense, J. J., López-Espín, J. J., & Torres, J. M. (2014). Impact of school violence and victimization among higher school students in the region of Murcia. Revista de Investigación Educativa, 32(1), 223241. doi:10.6018/rie.32.1.154251
  • Postigo, S., González R., Mateu, C., Ferrero, J., & Martorell, C. (2009). Behavioral gender differences in school relationships. Psicothema, 21(3), 453-458.
  • Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bully-ing? Scandinavian Journal of Psychology, 49, 147-154.
  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287.
  • Toldos, M. P. (2005). Sex and age differences in self-estimated physical, verbal and indirect aggression in Spanish adolescents. Aggressive Behavior, 31, 13-23.
  • Tomasini, M., Domínguez, L., & Peralta, H. (2013). Violence among students from the point of view of its actors. A narrative of the youth sociability. APOSTA, Revista de Ciencias Sociales, 58, 1-45.
  • Totura, C. M., Green, A. E., Karver, M. S., & Gesten, E. L. (2009). Multiple informants in the assessment of psychological, behavioural, and academic correlates of bullying and victimization in middle school. Journal of Adolescence, 32(2), 193-211.
  • Velasco, M. J., & Álvarez-González, B. (2015). Gender Profiles and Perceptions in School Violence. Revista de Investigación Educativa, 33(1), 211-231. doi:10.6018/rie.33.1.195891
  • Villarreal-González, M. E., Sánchez-Sosa, J. C., Veiga, F. H., & Del MoralArroyo, G. (2011). Development contexts, psychological distress, social self-esteem and school violence from a gender perspective in Mexican adolescents. Psychosocial Intervention, 20, 171-181. doi.org/10.5093/in2011v20n2a5